- •1. Give the Russian variants to the following words and word combinations:
- •2. Read the text and try to organize the information according to the items:
- •Dentistry department of the Volgograd State Medical University
- •Text 1. Dental course in Great Britain.
- •Text 2. Dental course in the usa
- •Text I. Creighton University (the usa)
- •Text II. Baylor College of Dentistry
- •Text III. Harvard School of Dental Medicine
- •Text IV. Boston University School of Medicine
- •1. Pay attention to the following words and word combinations – the meaning of some of them in the language of medicine differs from that in every-day English.
- •Members of a dental team
- •2. Find all the verbs in the sentences and define their function.
- •Text I. Laboratory technicians.
- •Text II. Dental assistants
- •1. Speak on the use of pronouns some, any and their derivatives and find the examples in the text.
- •Dentistry advances
- •3. Summarize the information on the advances of dentistry, using the chart. What period was the turning point in the development of dentistry (from your point of view)? Prove it.
- •4. Read the text. Be ready to answer the questions. The bones of the skull.
- •1. Find the adjective in the text and explain how the degrees of comparison are formed.
- •2. State whether the predicate is used in Passive or Active Voice. Translate the sentences.
- •Alveolar Processes and Alveolar Bone
- •Oral cavity
- •2. Find the sentences with the verb to be. State its functions.
- •3. Look through the last paragraph of the text and find the Infinitives. State their function.
- •Hard Palate, Soft Palate and Pharynx
- •Lips and cheeks
- •1. Essential Vocabulary
- •Anatomical Structure of the Tooth
- •Tooth development
- •The Teeth
- •Human Dentition
- •6. Answer the questions:
- •7. Translate from Russian into English.
- •1. Find the Participles and translate the sentences:
- •2. Translate the following sentences from the text, pay attention to ing-forms translation. Define the part of speech and the function of the verb in the ing-form.
- •3. Differentiate between the ing-forms of verbs. Translate the sentences.
- •Table of Eruption of Teeth.
- •Text I. Tooth structures formation
- •Text II. Three periods of cementum deposition
- •Text III. The embryonal period of the oral cavity development.
- •Text IV. Development of the jaws
- •Text V. Development of the oral cavity as a whole
- •1. Try to guess what teeth are spoken about. Prove your point of view.
- •3. Imagine that you are a pedodontist. Tell a child’s mother about the eruption of teeth and possible alterations or abnormalities. Try to explain a significant role of the process.
- •1. Essential Vocabulary
- •2. Translate the word combinations:
- •3. Read the text and determine the sequence of the digestive processes occurring in the oral cavity. Digestion in the mouth. Mastication.
- •1. Find the examples of Gerund in the text, state the functions of the verbs.
- •2. Insert the prepositions where it is necessary:
- •3. Translate the sentences, define non-finite verb forms.
- •The chemical reduction of food
- •1. Remember the pronunciation and the meaning of the words and word combinations.
- •Anomalies of the oral cavity structures
- •1. Find in the text the verbs with prepositions (phrasal verbs), remember their meaning.
- •2. Use do or make to form fixed phrases. Put the words below into the correct column.
- •3. Read the text and choose one of the answers to fit each space. Essential skills for life
- •Text I. A little patient with a cleft lip and palate
- •Text II. Malocclusion in children
- •Text I. Occlusal interferences and occlusal harmony
- •Text II. Facial clefts
- •Text III. Oral structures anomalies in ancient times
- •Harmful habits
- •1. Find the examples of the Infinitive and Gerund in the text, explain the reasons for their use.
- •2. Complete the sentences with the correct form of the verb – Infinitive or Gerund.
- •Text I. Bruxism
- •Treatment of bruxism
- •Text II. Thumb-sucking and pacifier use may damage children's teeth
- •Text I. Eating habits - the rules or prejudices?
- •Text II. A bibliographical survey of bruxism
- •Incidence of bruxism
- •Text III. Stained teeth
- •Text IV. What effect does diet have on my oral health?
- •Normal flora of the mouth and upper respiratory tract
- •Text I. Caries-producing microorganisms
- •Text II. Microbiological aspects of caries prevention
- •Text I. Bacteria from gum infections are associated with diabetes and chronic lung disease.
- •Text II. Bad teeth and gums may exacerbate existing lung problems.
- •Text III. Tea fights cavities, reduces plaque
- •Text IV. The suspected link between mothers’ gum disease and the health of her offspring.
- •1. Make a report on the microbiological basis of dental health.
- •2. Agree or disagree with the following statements. Prove your point of view with the facts presented in the texts of the Unit.
- •Preventive dentistry
- •Text I. The influence of xylitol
- •Text II. Fluorine and teeth
- •Text III. Health education programme for mothers with young children
- •Text I. Flossing is still best for oral health care
- •Text II. Dental check-ups for children
- •Text III. The role of fluoride in dentistry
- •The Noun (Имя существительное)
- •1. Подлежащее
- •2. Сказуемое
- •3. Дополнение
- •4. Обстоятельство
- •5. Определение
- •The Article (Артикль)
- •The Pronoun (Местоимение)
- •Производные от some, any, no, every
- •Слова – заместители существительных
- •The Adjective (Имя прилагательное), The Adverb (Наречие)
- •The Numeral (Имя числительное)
- •The Verb (Глагол)
- •Voice (залог):
- •Основные функции глагола to do
- •Времена группы Indefinite Present Indefinite Active (Настоящее неопределенное действительного залога)
- •Past Indefinite Active (Прошедшее неопределенное действительного залога)
- •Future Indefinite Active (Будущее неопределенное действительного залога)
- •Модальные глаголы Модальные глаголы can, may, must
- •Passive Voice (Страдательный залог)
- •Общее правило образования отрицательной и вопросительной формы сказуемого
- •Времена группы Perfect
- •Функции глагола to have
- •Времена группы Continuous Active
- •Времена группы Perfect Continuous Active
- •Неличные формы глагола
- •Infinitive (инфинитив)
- •Инфинитивные обороты
- •Participle I (Причастие действительного залога)
- •Participle II (Причастие страдательного залога)
- •Gerund (Герундий)
Text IV. Boston University School of Medicine
The University traces its roots to a school founded in Vermont in 1839, which moved to Boston in 1867 to become the first American university to be modelled on the European system. Within the University, 17 Schools and Colleges offer a total of more than 250 degree programs. The School of Dental Medicine has origins dating back to 1958, when Boston University School of Medicine established a Department of Stomatology (medical study of the physiology and pathology of the mouth) to provide postdoctoral education in dentistry. At that time, the institution was the only one in the country devoted solely to special education in dentistry.
Boston University School of Dental Medicine believes that the aim of dental
education is to prepare future general practice dentists
to provide oral health care services to a diverse population competently and ethically,
to assimilate continually improved approaches to patient care that arise in the ever-changing aspects of dental practice through lifelong learning, and
to assume a responsible role in the profession.
To meet oral health care needs, general practice dentistry requires today's graduates to have strong skills in restoring and replacing teeth and in periodontal therapy.
Seven-year program
Secondary-school seniors with outstanding academic records may earn both the baccalaureate degree and the DMD degree from Boston University in seven years. The first three years and one summer are spent in the College of Arts and Sciences, where the student takes the required pre-professional science courses and electives in the humanities and natural sciences. The final four years are spent at Boston University School of Dental Medicine.
Programs of Study
Boston University offers many educational opportunities within or in addition to its regular baccalaureate programs.
Dual Degrees. Dual bachelor's degree may be obtained through a seven-year liberal arts/dental education program offers the BA and DMD.
Graduate Study leading to a DDS degree may be undertaken in all Schools and Colleges of the University.
The First Year. During the first year, students take courses in the basic biomedical and behavioral sciences that are foundational to dental practice. Also, students begin to take preclinical dental science courses in the first year, introducing dental terminology, the dental specialties, preventive dentistry, oral radiology, and dental assisting techniques. The program also includes dental assisting in the school's clinic. The first-year experience is completed with training in dental offices, where students work as dental interns.
The Second Year. The second year comprises the basic, behavioral, preclinical, and clinical sciences. As the focus shifts toward the clinical sciences, clinical simulation develops skills in the clinical sciences of operative dentistry, fixed prosthodontics, removable prosthodontics, pediatric dentistry, endodontics, and occlusion, leading toward patient care.
The Third Year. The third and fourth years are a combination of coursework and clinical care. The students assume increasingly greater responsibility for patients, treat more complex oral health problems, and have increasing exposure to dentistry.
The Fourth Year. The fourth year is designed to allow students to pursue their particular interests and concentrate on achieving excellence in clinical patient care, and to give students the opportunity to participate in research and community-service activities. The clinical curriculum comprises approximately 2,000 hours in the third and fourth years.
After receiving the equivalent of the DDS, dentists may apply for postgraduate training at hospitals or dental schools. Some programs lead to a master's degree in advanced dentistry. Others offer specialty training. Upon completion of specialty training programs, licensed dentists may apply for board certification in that specialty.
* To learn more about the subjects studied at Boston University School of Dental Medicine, See Appendix2 (p.75 )
Speaking
Choose any of the listed opportunities to discuss the system of dental education in our country and abroad.
1. Discuss in pairs:
Case a. You are a high-school graduate, intending to enter a dentistry course. Ask a student of a dentistry college/school for some information.
Case b. You are former class-mates. Now you study at different dental schools. Compare the pros and cons of your choice.
2. Discuss in groups of three:
Three of you are the family, discussing the opportunities of getting dental education. Someone insists on staying home and getting education in Russia. Another one speaks for the application to one of the colleges abroad. The third member of the family tries to summarize the ideas and make some conclusions.
3. An individual task:
You are a dean of a dental college, making a speech at the annual conference for the perspective applicants. Describe your college and the opportunities provided for the future graduates.
4. Over to you:
Choose any other way to share your opinion on the system of dental education in our country and abroad.
Unit II. Dentistry specialties
Lead-in
It often happens that an average person doesn’t know much about different dental specialties until he faces some specific problems. Not all the oral abnormalities and diseases can be treated by a dental therapist. Besides, there are some members of a dental team that stay in the background, almost unknown.
What specialists in the sphere of dentistry do you know? How often do you deal with dental hygienists, dental assistants or technicians? Have you chosen a sphere of your future specialization in dentistry?
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